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LEADER 00000cam a2200301   4500 
001    u42261 
003    SIRSI 
008    161127s2014    xxua          001 0 eng u 
020    9780415841160|c(hardback) 
050 00 P53|b.P693 2014 
245 00 Preparing classroom teachers to succeed with second 
       language learners :|blessons from a faculty learning  
       community /|cedited by Thomas H. Levine, Elizabeth R. 
       Howard and David M. Moss. 
246 30 Lessons from a faculty learning community 
260    New York :|bRoutledge,|c2014 
300    xiv, 251 pages ;|c24 cm. 
440    Routledge research in teacher education 
504    Includes bibliographical references and index. 
505    Part I: Defining the problem space and possibilities. The 
       urgency of preparing teachers for second language learners
       / Elizabeth R. Howard, Thomas H. Levine, and David M. Moss
       ; Teacher educator capacity to prepare preservice teachers
       for work with emergent bilinguals / Thomas H. Levine and 
       Elizabeth R. Howard ; Recruiting and organizing learning 
       among busy faculty members / Thomas H. Levine, Elizabeth 
       R. Howard, And Mileidis Gort -- Part II: Revising courses 
       and developing practices. Using a conceptual frame to 
       infuse material about emergent bilinguals into a teacher 
       education course / Megan E. Staples and Thomas H. Levine ;
       Solving problems of space, time, and knowledge : how to 
       fit learning about linguistic and cultural diversity into 
       teacher education courses / Douglas Kaufman, Mary P. 
       Truxaw, Alan S. Marcus, Sandra B. Billings, and Manuela 
       Wagner ; Teaching preservice teachers how to learn from - 
       and about - their emergent bilingual students : the 
       foundation for everything else Douglas Kaufman ; 
       Leveraging clinical experiences to prepare teachers for 
       culturally and linguistically diverse students / Rebecca 
       D. Eckert, Susan L. Payne, Robin E. Hands, and René 
       Roselle -- Part III: Assessing outcomes and learning along
       the way. Assessing progress within and across cohorts / 
       Elizabeth R. Howard, Megan E. Welsh, Thomas H. Levine, and
       David M. Moss ; Instruction in progress : in search of 
       effective practices for emergent bilinguals / Cory Wright-
       Maley, Thomas H. Levine, and Eileen M. González ; From 
       professional learning to professional action and back 
       again / Rachael Gabriel And Manuela Wagner ; Preservice 
       teachers' evolving knowledge and practice toward 
       linguistically and culturally responsive pedagogy / Wendy 
       J. Glenn and Mileidis Gort -- Part IV: Moving forward. 
       Pathways to success : models of teacher preparation for 
       cultural and linguistic diversity / David M. Moss, J. Zack,
       and Susan L. Payne ; Final recommendations for initiating 
       a faculty learning community / Elizabeth R. Howard, Thomas
       H. Levine, and David M. Moss. 
520    "This volume identifies resources, models, and specific 
       practices for improving teacher preparation for work with 
       second language learners. It shows how faculty positioned 
       themselves to learn from resources, experts, preservice 
       teachers, their own practice, and each other. The teacher 
       education professionals leverage their experience to offer
       theoretical and practical insights regarding how other 
       faculty could develop their own knowledge, improve their 
       courses, and understand their influence on the preservice 
       teachers they serve. The book addresses challenges others 
       are likely to experience while improving teacher 
       preparation, including preservice teacher resistance, the 
       challenge of adding to already-packed courses, the 
       difficulty of recruiting and retaining busy faculty 
       members, and the question of how to best frame the larger 
       issues. The authors also address options for integrating 
       the work of improving teacher preparation for linguistic 
       diversity into a variety of different teacher education 
       program designs. Finally, the book demonstrates a data-
       driven approach that makes this work consistent with many 
       institutions mandate to produce research and to collect 
       evidence supporting accreditation. "-- Provided by 
       publisher 
650  0 Language and languages|xStudy and teaching|xForeign 
       speakers 
650 0  Second language acquisition|xStudy and teaching 
650 0  Language teachers|xTraining of 
650 0  Classroom management 
650 0  Communication and education 
700 10 Levine, Thomas 
700 10 Howard, Elizabeth R 
700 10 Moss, David M